Question 1: Choose the appropriate option.
a) In 1792 ______ set up a Sanskrit College at Varanasi.
- i) Warren Hastings
- ii) James Mill
- iii) Sir Charles Wood
- iv) Jonathan Duncan
- Answer: iv) Jonathan Duncan
b) The ______ granted permission to Christian missionaries to come to India.
- i) Charter Act of 1813
- ii) Charter Act of 1833
- iii) Wood’s Dispatch
- iv) Macaulay’s Minute
- Answer: i) Charter Act of 1813
c) Prof. A.G. Widgery was the Chairman of the ______.
- i) Calcutta University Commission
- ii) Hunter Commission
- iii) Baroda University Commission
- iv) Sadler Commission
- Answer: i) Calcutta University Commission
Question 2: The following questions contain a statement of assertion (A) and a statement of reasoning (R). Mark the correct choices as:
a)
- Assertion (A): Introduction of English education served British imperial needs.
- Reason (R): A class of western-educated Indians was needed for effective governance.
- Answer: i) Both A and R are true and R is the correct explanation of A.
b)
- Assertion (A): Macaulay insisted that education be imparted in the vernacular languages.
- Reason (R): He served as the Law member in the governing council.
- Answer: iii) A is false but R is true
Question 3: Match the columns.
| Column A | Column B |
| a) Wood’s Dispatch | iii) To train British civil servants in Indian law and culture. |
| b) Thomas Macaulay | ii) The Magna Carta of English Education in India |
| c) Rabindranath Tagore | iv) Law Member of the Governing Council |
| d) Warren Hastings | v) Shantiniketan |
| e) Fort William College | i) The Orientalist |
| Column A | Column B |
| a) Wood’s Dispatch | ii) The Magna Carta of English Education in India |
| b) Thomas Macaulay | iv) Law Member of the Governing Council |
| c) Rabindranath Tagore | v) Shantiniketan |
| d) Warren Hastings | i) The Orientalist |
| e) Fort William College | iii) To train British civil servants in Indian law and culture. |
Question 4: Answer the questions in 10 to 20 words.
a) What were the centres of learning known as in pre-British India?
They were known as pathshalas, madrassas, gurukuls, and tol.
b) What was the turning point in the history of female education?
The Wood’s Despatch of 1854 was a major turning point, as it encouraged female education.
c) Which proposal was described as the ‘Magna Carta of English Education in India’?
The Wood’s Despatch of 1854 was described as the Magna Carta of English Education.
d) Why did Mahatma Gandhi think that western education had enslaved Indians?
He believed it made Indians disrespect their own culture and admire the West, creating a sense of inferiority.
e) Who conceptualised Nai Talim?
Mahatma Gandhi conceptualised Nai Talim, or Basic Education.
Question 5: Answer the questions in 50 to 70 words.
a) Discuss the traditional education system of India.
The traditional education system in pre-British India was diverse and decentralized. It included Sanskrit pathshalas and gurukuls focusing on Hindu scriptures and philosophy, and madrassas for Islamic studies. Education was often imparted in local languages and included subjects like logic, medicine, and law. This system was deeply connected to the local community and culture, though it was largely accessible only to upper-caste males, with limited opportunities for others.
b) What were the recommendations of Wood’s Dispatch?
Wood’s Despatch of 1854 was a landmark document that recommended creating a structured education system from the primary to the university level. It emphasized the importance of vernacular languages at the primary level and the promotion of Western sciences and literature. It recommended establishing government schools, providing grants to private institutions, and setting up teacher training programs. It also stressed the need to promote female education, marking a significant, though limited, step in that direction.
c) How did the Charter Act of 1813 influence the education system in India?
The Charter Act of 1813 was a pivotal moment as it was the first official act that acknowledged the British responsibility for education in India. It mandated that the British East India Company set aside one lakh rupees annually for the “revival and improvement of literature” and the “promotion of a knowledge of the sciences.” This allocation created a great debate, famously the “Orientalist-Anglicist” controversy, on whether to promote traditional Indian learning or Western science and English.
d) Write about the initiatives taken by Indians in the field of education.
Indians took remarkable initiatives to reform and spread education. Social reformers like Jyotiba Phule and Savitribai Phule opened schools for girls and lower castes, challenging social norms. Sir Syed Ahmed Khan established the Muhammadan Anglo-Oriental College, which later became Aligarh Muslim University, to promote modern education among Muslims. The Arya Samaj founded Dayanand Anglo-Vedic (DAV) schools. These efforts were crucial in making education more inclusive and fostering a spirit of national awakening.
Question 6: Give reasons.
a) Education in English had made Indians strangers in their own lands.
This was because English education created a deep cultural and psychological divide. Indians educated in English often began to look down upon their native languages, traditions, and knowledge systems as inferior. They were cut off from the masses who spoke vernacular languages and were steeped in indigenous culture. This created a small, elite class that identified more with British rulers and Western ideals than with their own people and heritage, making them feel alienated in their own society.
b) Creative learning could be imparted in a natural ambiance.
A natural ambiance provides a stimulating and flexible environment that is free from the rigid structures of a typical classroom. In nature, learners can engage all their senses, fostering curiosity, observation, and exploration. This setting encourages hands-on, experiential learning, which is fundamental to creativity. It allows for spontaneous discovery and problem-solving, making the learning process more joyful, meaningful, and effective than rote memorization in a confined space.
Question 7: Do you believe that a rigid time table is vital to achieve academic goals? Give reasons your answer.
While a structured timetable is important for discipline and ensuring coverage of the syllabus, an excessively rigid one can be counterproductive. It provides a clear roadmap, helps manage time effectively, and instills a sense of responsibility. However, absolute rigidity can stifle creativity, critical thinking, and a deeper understanding of subjects, as it often prioritizes rote learning over conceptual clarity. A balanced approach—a flexible framework that allows for exploration, curiosity, and adaptation to a student’s unique learning pace—is more vital for achieving meaningful and long-lasting academic goals.